Identifying Gen Z Student-teachers’ English Teaching Constructs through a Personal Construct Psychology Approach

Year 2026, Volume: 34 Issue: 1, 137 - 151, 31.01.2026

Berk İlhan

https://doi.org/10.24106/kefdergi.1878571

Abstract

Purpose: The 'apprenticeship of observation' student-teachers are exposed to could complicate teaching actions and constructs in teacher education. These teaching constructs potentially vary across generations in today's evolving society. This qualitative, exploratory study aims to elucidate the constructs of 51 first-year English student-teachers regarding the teaching of English, utilizing the repertory grid technique within the framework of personal construct theory.
Method: Data was collected individually to obtain information on specific elements and structures that form constructs for teaching English. Group discussion sessions were held to reveal the constructs possessed by the group, and whole-class discussions were employed for the final analysis. Separate data analysis was conducted for each data collection phase.
Findings: The results indicated that Gen Z student-teachers had negative perceptions of homework, writing, memorization, and traditional teaching methodologies. They conveyed favorable views on instruction via interaction, media, and games. The study has significant implications for teacher educators as it introduces the English teaching constructs that Gen Z student-teachers should enhance or modify.
Highlights: This study examined the constructs of teaching English among Gen Z student-teachers, providing insights into the evolving perceptions of future educators. It utilized the repertory grid technique within personal construct theory to analyze individual and group perceptions in depth. It combined individual interviews, group and whole-class discussions. The findings identified Gen Z student-teachers' negative attitudes toward traditional practices such as homework and memorization, highlighting a shift in educational value and revealing a strong preference for interactive and media-rich teaching strategies, suggesting a need for teacher education programs to adapt accordingly.

Keywords

EFL , Teacher education , Personal constructs theory , Repertory grid , Constructivism

Z Kuşağı Öğretmen Adaylarının İngilizce Öğretim Yapılarının Kişisel Yapı Psikolojisi Yaklaşımıyla Tespit Edilmesi

Abstract

Amaç: Öğretmen adaylarının maruz kaldığı 'gözlem çıraklığı', öğretim davranışları ve kavram yapılarını öğretmen eğitiminde karmaşık hale getirebilmektedir. Bu öğretim yapıları, günümüzün gelişen toplumunda nesiller boyunca farklılık gösterebilir. Bu nitel çalışma, kişisel yapı teorisi çerçevesinde repertuar çizelgesi tekniğini kullanarak birinci sınıfa devam eden 51 İngilizce öğretmeni adayının İngilizce öğretimine ilişkin yapılarını ortaya çıkarmayı amaçlamaktadır.
Yöntem: Nitel veriler, İngilizce öğretimine yönelik yapıları oluşturan belirli öğeler ve yapılar hakkında bilgi edinmek için repertuar çizelgesi aracılığıyla ayrı ayrı toplanmıştır. Grubun sahip olduğu yapıları ortaya çıkarmak için grup tartışma oturumları düzenlenmiş ve bulguların güvenilirliğini artırmak için tüm sınıf tartışmaları yapılmıştır. Her veri toplama aşaması için ayrı tematik analiz gerçekleştirilmiştir.
Bulgular: Sonuçlar, Z kuşağı öğretmen adaylarının ev ödevi, yazma, ezberleme ve geleneksel öğretim metodolojilerine ilişkin olumsuz algılara sahip olduğunu göstermiştir. Etkileşim, medya ve oyunlar yoluyla öğretime ilişkin olumlu duyguları ortaya çıkarılmıştır. Bu çalışma, Z kuşağı öğretmen adaylarının geliştirmeleri veya değiştirmeleri gereken İngilizce öğretim yapılarını sunduğu için öğretmen eğitimcileri için önemlidir.
Önemli Vurgular: Bu çalışma, Z kuşağı öğrenci-öğretmenleri arasında öğretim yapılarının nasıl farklılaştığını araştırmakta ve geleceğin eğitimcilerinin gelişen algılarına dair içgörü sağlamaktadır. İngilizce öğretimine ilişkin bireysel ve grup algılarını derinlemesine analiz etmek için kişisel yapı teorisi içindeki repertuar çizelgesi tekniği kullanılmıştır. Bulguların güvenilirliğini ve geçerliğini artırmak için bireysel görüşmeler, grup tartışmaları ve tüm sınıfın katıldığı görüşmeler birleştirilmiştir. Bulgular, Z kuşağı öğretmenlerinin ev ödevi ve ezberleme gibi geleneksel uygulamalara yönelik olumsuz tutumlarını tanımlamış, eğitim değerindeki bir değişimi vurgulamış ve etkileşimli ve medya açısından zengin öğretim stratejilerine yönelik güçlü bir tercihi ortaya koymuştur; çalışma öğretmen eğitim programlarının bulgulara göre uyarlanması gerektiğine işaret etmektedir.

Keywords

İngilizce öğretimi , Öğretmen eğitimi , Kişisel yapılar , Repertuar çizelgesi , Yapılandırmacılık

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